School: Gingoog City Grade Level: 7

Comprehensive
National High School
Student Kate Shelou C. Tabian Learning English
DAILY Teacher: Area:
LESSON LOG
Teaching Date: Quarter: 4
Time:
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of: contemporary
Philippine literature as a means of responding to the demands of
the global village; various extended text types; lexical and
contextual cues; appropriate and polite oral language, stance, and
behavior; and use of imperatives, prepositions, verbs, and wh-
questions.
B. Performance The learner transfers learning by: explaining the need to be
Standards cooperative and responsible in today’s global village; using
appropriate strategies to comprehend extended text types; using
lexical and contextual clues to understand unfamiliar words and
expressions; using imperatives, prepositions, and appropriate and
polite oral language, stance and behavior in various information-
sharing formats.
C. Learning At the end of the lesson, the students should be able to distinguish
Competencies/ the features of academic writing. (EN7WC-I-c-4.2)
Objectives
Specifically, students should also be able to:
a. Describe what is academic writing;
b. Identify the different features or characteristics of academic
writing; and
c. Express appreciation towards the importance of the features
of academic writing through various context.

II. CONTENT The Features of Academic Writing

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages Ferrer, M.A (2020) Module 1: The Features of Academic Writing
(1st edn) Koronadal City: Department of Education
2. Learner’s Guide Pages Ferrer, M.A (2020) Module 1: The Features of Academic Writing
(1st edn) Koronadal City: Department of Education
3. Textbook Pages N/A
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing Previous Preliminaries:
Lesson or Presenting the
New Lesson  Prayer
 Greetings
 Checking of Attendance
 Classroom Rules

SPELLING
 1. Features
2. Idiomatic
3. Colloquial
4. Precise
5. Jargon

PRE-TEST
Instructions: Draw a smiley face if the item is an example of an
academic writing, or put a sad face if it is not.
1. Poem
2. Textbook
3. Thesis
4. Short play
5. Song lyrics
6. Abstract report
7. News article
8. Nursery rhyme
9. Movie script
10. Riddle

Indicator #5: Managed learner behavior constructively by applying positive and

non-violent discipline to ensure learning-focused environments.

Indicator #4: Managed classroom structure to engage learners, individually or

in groups, in meaningful exploration, discovery and hands-on activities within a
range of physical learning environments.

Indicator #9: Designed, selected, organized and used diagnostic, formative and
summative assessment strategies consistent with curriculum requirements.

B. Establishing a Purpose A. Present Topic and Objectives: The Features of

for the Lesson Academic Writing

B. Motivation: I AM A DETECTIVE: Act like a detective in

analyzing and solving the given challenge to guess the
hidden words.

1. COMPLE + 8 x 8 -4 =
2. 16÷4 + MALITY =
3. ACCURA + other term for ocean =
4. _BJ_CT_V_TY = (Supply the missing vowels)
5. REPICONIS = (Arrange the jumbled letters)

Indicator #2: Used a range of teaching strategies that enhance learner

achievement in literacy and numeracy skills.

Indicator #8: Selected, developed, organized and used appropriate teaching and
learning resources, including ICT, to address learning goals.

A. Presenting Examples/ Activity 1: SPOT THE DIFFERENCE

Instances of the Lesson
Observe and compare the two sentences, which sentence is formal
and which sentence is informal?

Example 1:
Sentence #1: Unfortunately, the team could not replicate the
results.
Sentence #2: Unfortunately, the team couldn’t replicate the
results.

Example #2
Sentence #1: Everyone was disappointed.
Sentence #2: Everyone was bummed.

Example #3:
Sentence #1: They needed help while recovering from the effects
of the hurricane.
Sentence #2: They needed assistance while recovering from the
outcomes of the hurricane.
 Indicator #3: Applied a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills.

Indicator #9: Designed, selected, organized and used diagnostic, formative and
summative assessment strategies consistent with curriculum requirements.

B. Discussing New Concepts Let’s Define!

and Practicing New Skills
Academic Writing- academic writing as a formal mode of
#1
writing. Its general purpose is to present information in order to
display a clear understanding of a particular subject.

Academic Writing is … Academic Writing is not

 Formal and unbiased …
 Clear and precise X Personal
 Focused and well-structured X Long-winded
 Well-sourced X Emotive and impressive
 Correct and consistent

The following are some examples of documents where academic

writing is used:
1. Books
2. Abstract Report
3. Research paper
4. Thesis
5. Journals
6. News Articles
7. Conference paper

Indicator #8: Selected, developed, organized and used appropriate teaching and
learning resources, including ICT, to address learning goals.

Indicator #7: Planned, managed and implemented developmentally sequenced

teaching and learning processes to meet curriculum requirements and varied
teaching contexts.

C. Discussing New Concepts

and Practicing New Skills 5 Features of Academic Writing
#2
What is PACOF?

PACOF stands for…

Precision- facts and figures are given precisely.
Accuracy- You will be using a lot of technical language, so
make sure you are not using the improper words and
phrases.
Complexity - texts becomes more difficult to comprehend in
terms of subject matter, language, arrangement of words
and grammar.
Objectivity- concerned with facts rather than personal
feelings or biases.
Formality – using formal language rather than everyday
common language.
Indicator #8: Selected, developed, organized and used appropriate teaching and
learning resources, including ICT, to address learning goals.

Indicator #3: Applied a range of teaching strategies to develop critical and

creative thinking, as well as other higher-order thinking skills.

D. Developing Mastery Activity 2

Directions. Identify which sentence applies correct feature of
academic writing. Write the letter of your choice in a separate
sheet of paper.

______1. Which sentence possesses complexity?

A. When it was promised that things would change in this

way, the people in the community rejoiced.
 B. The people in the community greeted the promised
change with enthusiasm.

______2. Which sentence observes formality?

A. The stranger doesn't know how to drive a fire truck.

B. The stranger does not know how to drive a fire truck.

______3. Which sentence is accurate?

A. That was the best practice in an ancient Greece.

B. That was the best practice in an obsolete Greece.

______4. Which sentence observes objectivity?

A. Old people must be supported by the government.

B. In my own point of view, old people must be supported
by the government.

______5. Which sentence is precise?

A. There were many American teachers known as

Thomasites who visited the Philippines.
B. There were 240 American teachers known as Thomasites
who visited the Philippines.

Indicator #3: Applied a range of teaching strategies to develop critical and

creative thinking, as well as other higher-order thinking skills.

Indicator #9: Designed, selected, organized and used diagnostic, formative and
summative assessment strategies consistent with curriculum requirements.

E. Finding Practical Activity 3: FINDING REAL-LIFE CONNECTION

Applications of Concepts
Directions: Choose 1 situation and answer the given question in
and Skills in a Daily
3-5 sentences. (By group)
Living
Situation 1: In what way you can observe the feature of
PRECISION when you are in the market?
Situation 2: Imagine you witness a theft incident on the street, how
will you apply feature of ACCURACY if you are going to report
what happened to the police?
Situation 3: In what way you can resolve the feature of
COMPLEXITY when you are reading complicated academic
book?
Situation 4: If you are one of the judges in a competition, how
important is the feature of OBJECTIVITY when choosing a
winner?
Situation 5: If you are going to write a letter to the president, how
important the feature of FORMALITY?

Indicator #6: Used differentiated, developmentally appropriate learning

experiences to address learners' gender, needs, strengths, interests and
experiences.

Indicator # 4: Managed classroom structure to engage learners, individually or

in groups, in meaningful exploration, discovery and hands-on activities within a
range of physical learning environments

F. Making Generalizations Activity 4: COMPLETE ME

and Abstractions about
Directions: Complete the sentence based on the things that you
the Lesson
learned from our lesson today.
Today, I’ve learned that academic writing is ________,
_______, _________, and ________. Also, there are 5
features of academic writing these are _______,
 _______, _______, _______, and _______.
G. Evaluating Learning Activity 5: Let’s Test
Directions: Read the items carefully and identify what features of
academic writing it is based on the description. Choose your
answer on the table.

Precision Accuracy Complexity

Formality Objectivity Responsibility

__________ 1. Preciseness especially in dealing with facts,

figures, and dates is needed in this feature of academic writing.
__________ 2. This prohibits the use of colloquial words and
expressions, abbreviations and two-word verbs.
__________ 3. It uses accurate terminologies. It avoids the use
of inappropriate or improper words and phrases.
__________ 4. It contains texts which are difficult to
comprehend in terms of subject matter, arrangement of the words,
language and grammar.
__________ 5. It prohibits the use of personal point of views
and biases. It is more concerned with facts and arguments which
are based on a thorough examination of the evidence.

Indicator #9: Designed, selected, organized and used diagnostic, formative and
summative assessment strategies consistent with curriculum requirements.

H. Additional Activities for

Remediation
V. REMARKS
VI. REFLECTION

A. No. of learners who earned 77% in the evaluation:

B. No. of learners who require additional activities
for remediation.
C. Did the remedial lesson work? No. of learners
who have caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies work well? Why
did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I use/
discover which I wish to share with my other
teacher.

Prepared by: Checked By:

KATE SHELOU C. TABIAN MARIA LYCIL B. BUCIO
Student Teacher Cooperating Teacher